Lesson Plan | Teachy Methodology | Stoichiometry: Limiting and Excess

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to provide a clear and objective view of the central concepts that will be addressed in the class, establishing the foundations for practical activities and discussions. These objectives will help guide both the teacher and the students throughout the class, ensuring that everyone is focused on the essential elements of the topic and enabling a practical and contextualized application of knowledge.

Main Objectives

1. Understand that reactants are not always in stoichiometric quantities in chemical reactions.

2. Identify the limiting reagent and the excess reagent in different chemical reactions.

Side Objectives

1. Develop critical analysis and problem-solving skills through situations that simulate real reactions.
2. Use digital tools and social media to discuss and share acquired knowledge.

Introduction

Duration: 15 to 20 minutes

The purpose of this stage is to warm up the students and prepare them for the class, sparking interest in the topic through a practical and collaborative activity. The key questions aim to foster a rich and dynamic debate, activating students' prior knowledge and promoting a deeper understanding of the context and practical applications of stoichiometry.

Warming Up

Start the class by contextualizing students about the importance of stoichiometry in chemical reactions. Explain that knowing the limiting reagent and the excess reagent is essential for optimizing industrial and laboratory processes. Ask the students to use their phones to find an interesting or curious fact about stoichiometry, limiting and excess reactants, and share it with the class.

Initial Reflections

1. What is stoichiometry and why is it important in chemical reactions?

2. How would you identify the limiting reagent in a chemical reaction?

3. What can happen if there is an excess of a reagent in a chemical reaction?

4. Can you give a practical example of a situation where it is essential to know the limiting reagent?

5. How do you think the industry utilizes these concepts in its daily operations?

Development

Duration: 70 to 80 minutes

The purpose of this stage is to provide students with a practical and engaging experience, where they can apply the concepts learned in stoichiometry in real-world contexts using digital technologies. The activities are designed to stimulate collaboration, creativity, and critical use of digital tools, making learning more dynamic and meaningful.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - 🚀 Space Mission: Reactants in Action!

> Duration: 60 to 70 minutes

- Objective: Apply stoichiometry knowledge in a practical and contextualized manner, encouraging teamwork and the use of digital tools for problem-solving.

- Description: Students will be divided into groups and given a fictional space mission, where they need to calculate the exact amount of fuel required for an interplanetary trip. They will use their knowledge of stoichiometry to determine the limiting reagent and the excess reagents needed for the chemical reaction that propels the ship.

- Instructions:

• Divide the class into groups of up to 5 students.

• Each group will receive a fictional scenario where they must calculate the exact amount of fuel for a space trip.

• Students must use their phones to research information about the chemical reactions occurring in rocket engines.

• Use a digital spreadsheet (Google Sheets) to record calculations and present the results.

• Identify the limiting reagent and the excess reagent, justifying their choices based on the calculations made.

• Groups should prepare a digital presentation (Google Slides) sharing their results and explaining the calculation process.

Activity 2 - 📱 Chemical Influencer: The Perfect Mix Vlog

> Duration: 60 to 70 minutes

- Objective: Encourage creativity and communication, as well as utilize social media and multimedia content to increase engagement in learning stoichiometry.

- Description: Students will transform into digital influencers and create a vlog explaining how to identify the limiting reagent and the excess reagent in a chemical reaction. They will need to use social media to promote the video and engage other students to interact with their content.

- Instructions:

• Divide the class into groups of up to 5 students.

• Each group must choose a chemical reaction to explain, using practical examples from everyday life.

• Students must record a vlog-style video using their phones, where they creatively and casually explain the concept of limiting and excess reactants.

• The videos must be edited with free apps (like iMovie or InShot) to add subtitles, effects, and music.

• Groups should post the videos on a private educational social media platform (like Google Classroom) and encourage other students to watch and comment.

• Groups must respond to their peers' comments, fostering a rich discussion about the concepts addressed.

Activity 3 - 🎮 Reactant Game: Who is the Limiting One?

> Duration: 60 to 70 minutes

- Objective: Make learning fun and interactive through gamification, as well as review and reinforce essential stoichiometry concepts collaboratively.

- Description: Students will participate in a gamified quiz using a digital platform like Kahoot!, where they will answer questions related to stoichiometry, identifying limiting and excess reagents.

- Instructions:

• Divide the class into groups of up to 5 students.

• Create an interactive quiz on Kahoot! with questions about stoichiometry and chemical reactions.

• Each group must choose a name and prepare to compete.

• Groups will answer questions in real-time, using their phones.

• After each question, explain the correct answer and briefly discuss why the limiting or excess reagent was identified.

• At the end of the game, reward the winning group with a digital certificate of 'Stoichiometry Master.'

Feedback

Duration: 25 to 30 minutes

The purpose of this stage of the lesson plan is to consolidate learning through reflection and the exchange of experiences, promoting a deeper understanding of the concepts addressed. The group discussion allows students to verbalize their conclusions and learn from the perspectives of their peers. The 360° feedback step is essential for developing social skills and self-criticism, providing a collaborative and respectful learning environment.

Group Discussion

💬 Group Discussion: Start the discussion by asking students to share their experiences and conclusions from the activities conducted. Use the following script to guide the conversation:

1. Invite each group to present a summary of what they learned during the activity.
2. Ask students how they applied the concepts of limiting and excess reagents in the practical activities.
3. Encourage students to discuss any challenges they faced and how they overcame them.
4. Promote an exchange of ideas on how the concepts learned can be applied in real-world situations, beyond those already discussed.

Reflections

1. 🧐 Reflection Questions:

1. What was the biggest difficulty encountered when identifying the limiting reagent and the excess reagent in the practical activities? 2. How did the use of digital tools facilitate or hinder the completion of the activities? 3. In which other areas of knowledge or everyday situations do you consider that stoichiometry concepts can be applied?

360° Feedback

🔄 360° Feedback: Instruct students to conduct a 360° feedback step, where each student should receive feedback from their group colleagues. Explain that the feedback should be constructive, focusing on positive aspects and suggestions for improvement. Guide students to use the 'sandwich feedback' technique - starting with a compliment, followed by a suggestion for improvement, and ending with another compliment. This feedback can be done through private messages on a digital educational platform (like Google Classroom) to ensure that everyone is respectful and objective.

Conclusion

Duration: 10 to 15 minutes

📚 Purpose: The purpose of this stage is to review and consolidate the knowledge acquired in a playful and engaging manner, connecting it with the daily lives of students and the dynamics of the current world. Furthermore, it promotes creativity and communication while reinforcing the practical applicability of stoichiometry concepts.

Summary

🎉 Fun Summary: Let's turn our conclusion into a mini-game! Students will be invited to create a meme or a series of memes that summarize the main concepts of stoichiometry, limiting reagents, and excess reagents. Each meme should be clever, funny, but also capable of explaining the concept in a simplified way. The memes can be shared on a private educational social network (like Google Classroom) for everyone to see and comment.

World Connection

🌍 Connecting with the Current World: Understanding limiting and excess reagents is essential not only for chemistry but also for various modern industries, such as fuel, food, and pharmaceuticals. In the digital world, these concepts help optimize production processes and reduce waste, which is extremely relevant in the era of sustainability and technological efficiency.

Practical Application

🔧 Applications in Daily Life: Knowing how to identify limiting reagents and excesses can be useful in various everyday situations, from calculating the correct amount of ingredients for a recipe to better understanding the efficiency of cleaning products we use at home. The ability to make these calculations can save time and resources, something we all value in our lives.